The problem of this investigation was derived from the thesis that team members with diverse educational backgrounds can formulate shared decisions when operating within a transdisciplinary approach to special education. The thesis further contends that a transdisciplinary approach, complete with shared decision making, is a very viable way to enhance the delivery of educational services to persons with multiple handicaps.Although shared decision making through various service delivery models has been extensively advocated in special education (Hart, 1977; Holm 1978; Hutchinson, 1978; Nietupski, Scheutz & Ockwood, 1980; and Peterson, 1980) it is not clear how that shared decision making is developed and maintained in the educational setting. In addition, the question of how the quality of services to handicapped persons is affected by this collaborative process is also poorly understood. In other words, it is not clear who benefits from this process. The objective of the present study was to observe, document, and interpret exactly how one group of professionals collaborate within a transdisciplinary model of special education service delivery for persons with multiple handicaps, through the use of a case study.The case under study was the educational team in one school district, working together within a transdisciplinary service delivery model to serve persons with multiple handicaps. This particular educational team was selected because it shared many elements in common with other special education service delivery teams, yet possessed some unique characteristics warranting investigation. The study of this single case revealed the roles each team member participated in on the team, the communication and accountability system that operated to maintan the team, and the integral bond between the team's instructional technique, data-based instruction, and the transdisciplinary model. It is hoped this study will be useful in examining successes and obstacles to transdisciplinary teaming in the future.